Planning the use of ICT in the classroom, like any type of planning, is not a rigid process and while it isn’t always totally successful, a well conducted planning process in ICT will increase the likelihood of success in learning. Our integration project will be in the form of a ‘wiki quest’; an activity designed to immerse students in ICT and encourage them to explore certain resources in an effort to retrieve answers to predetermined questions. Our project is based upon a comprehensive topic (weather) which is to be investigated over four lessons. To complete the quest, students will use a blog and YouTube videos to find information and use PowerPoint to create a presentation at the conclusion of the quest. As with any educational endeavor, this wiki quest will require clear instruction and pedagogy from our teaching team as students move through the resource material and questions.
Our wiki quest is a project that is based upon the Natural and Social Systems stream under the broad topic of Society and Environment (SOSE). The Learning Outcomes it will cover are Investigation, Communication & Participation; Place and Space and Natural and Social Systems. It will also integrate with other Learning Areas such as Science, Mathematics and The Arts.
The topic of weather is predominantly environmental and the information used in this wikiquest is completely based on scientific research and understanding. However, we have assigned this subject an Australian context with information sourced from national media corporations, government bodies and research from the scientific community. The teaching methods we have incorporated throughout the four lessons are underpinned by credible research and theory. These include group work, class discussions and creative design, all of which promote student autonomy which is proven to engage individuals and encourage good academic outcomes.
The students will be assessed on the aforementioned outcomes by creating a weather report and presenting it to the class at the end of Lesson Four. They will be working on the assessment in the three lessons beforehand through the tasks given so that they will have the right tools to complete the assessment, which is worth 15% of the semester’s mark for this subject.
Mind Map
Project Plan
Date
Person
Task
25/2/13
Joel
Research content for Wiki Quest
Beatrice
Create joint statement and mind map
28/2/13
Joel
Insert All lesson Outlines into Wiki
Create blog for companion resource for Wiki
Beatrice
Research content for blog for prototype lesson (Lesson Three)
4/3/13
Joel
Create Forward Planning Document
Beatrice
Update Wiki with new content and prepare blog for prototype lesson
7/3/13
Both
Meet up and rehearse lesson
Check all links work in blog and Wiki
Beatrice
Create statement of ICT utilisation and evidence-based learning theory
11/3/13
Both
Present prototype lesson
14/3/13
Joel
Submit planning on Teacher page
18/3/13
Both
Start blogs for Lessons One, Two and Four
22/3/13
Both
Finish blogs for Lessons One, Two and Four
27/3/13
Joel
Complete Evaluation and Conclusion pages
Beatrice
Complete Process and Resource pages
1/4/13
Both
Finish Wiki and ask for advice from fellow students and lecturer regarding improvements
8/4/13
Both
Submit Wiki and URL on Blackboard
Foward Planning Document
SOSE FPD: Geography
Weeks
Learning Area Outcomes
Links to other LAs
Teaching & Learning Objectives/Experiences/Content What students are doing/learning/demonstrating/engaging/activities?
Resources What will they use?
Assessment How will achievement be judged? How will results be recorded?
1.1
ICP Natural and Social Systems, Place and Space
Science
Intro: Greet class and take role. Introduce topic of Australian climatic zones. Callout activity – focus questions “Do you think that climate is very different in different areas of Australia?”, “Who knows what some climate zones could be?” Images on PowerPoint.
Body: Divide students into five groups. Assign each group a climatic zone at random. Students are to read through the Lesson 1 questions and follow the instructions to find information on the Wikispaces blog. Students work through questions. Assist students where needed.
Conclusion: Question time. Allow extra time for slow finishers. G&T students can be provided with extra online resources.
Wikispaces.com
Wordpress.com and links to further resources found here
BOM.gov.au
PowerPoint
Informal – observation of participation in class discussion and group work. Completion of questions.
1.2
ICP NSS P&S
Science Maths
Intro: Greet class and take role. Introduce topic of synoptic charts. Goals of the lesson written on whiteboard 1) reading a synoptic chart 2) recording weather observations. Define synoptic chart and name elements of chart.
Body: Individual task: using Blog students interpret (note taking) 10 diff synoptic charts. Students find synoptic chart for their chosen city (last lesson) and comment on features. Using Blog students find BOM website and find and record observational data for the last 7 days. Students assisted where needed. G&T students can make predictions about weather in next few days for their chosen city. Learning disabled students provided with extra attention and given less synoptic charts to analyse initially.
Conclusion: Question time.
Whiteboard
Wikispaces.com
Wordpress.com and links to further resources found here
BOM.gov.au
Informal – observe group work and levels of engagement. Work checked as we go.
Weeks
Learning Area Outcomes
Links to other LAs
Teaching & Learning Objectives/Experiences/Content What students are doing/learning/demonstrating/engaging/activities?
Resources What will they use?
Assessment How will achievement be judged? How will results be recorded?
1.3
ICP
P&S
NSS
Science
History
Intro: Greet students and call role. Callout activity - focus questions: “What is a natural disaster?” “What are some examples of extreme weather that you can recall”. Pictures of natural disaster on PowerPoint. Body: Students divided into 5 groups. Each group assigned one historical extreme weather event in Australian history. Using the weather Blog students answer questions provided but record them using spider-scribe mind mapping tool. Students assisted as needed. Conclusion: Question time. Remind students of assessment next lesson. Inspect mind map before leaving.
PowerPoint
Spiderscribe.com
Weather blog – wordpress.com
Wikispaces.com
Informal – observe students working in groups. Review spider-scribe mind map before leaving.
1.4
ICP
P&S
NSS
Science
Maths
The arts
Intro: Greet students and call role. Announce that presentations will be conducted in this lesson. Write guidelines for presentation on whiteboard. Allow 10 minutes for students to gather final information and rehearse. Body: Students present weather reports addressing points outlined on the wikispaces page. Questions allowed at end of each presentation. Conclusion: Give students feedback on presentations – congratulate them on a job well done (presumably!). Teacher feedback session. Excuse class.
Video clips (YouTube) – video is helpful for students who learn more effectively from audiovisual material. By incorporating information about weather into this form we are not only scaffolding for students who may have trouble with literacy but increasing student engagement.
Designing and constructing a PowerPoint – this section of the wiki quest promotes creativity in the design component but also allows students to display what they have learned in a concise manner. It is also slightly harder than preceding tasks therefore requiring a higher level thinking.
Bubbl.us – this is a great medium through which students can brainstorm. It initially allows information to be purged (from student brains) and can then be organized in a more coherent way. This organization allows students to see the links between ideas more clearly and then form solid conclusions.
Accessing blog information –Using a blog can be beneficial because information is presented in a logical way, without the complication of a scientific journal (for example). It’s also a more opinionated form of literature which may be easily understood by students.
Learning Theory
In this 'weather wikiquest' we are encouraging students to retrieve information that is based on observation, scientific research and analysis.
In conjunction with the general capabilities outlined in the Australian Curriculum, the ICT used appropriately within this Wikiquest will contribute to achieving the following outcomes in a Geography context; 1) access, create and communicate information and ideas, 2) solve problems and work collaboratively in this learning area, as well as others, 3) extrapolate these skills into life beyond school.
As we consider the "digital age" we are presently in, we also need to recognize that our methods of sharing, using, developing and communicating with ICT is also changing at an extraordinary pace. As a result, we need to empower our students with the sophisticated skills, knowledge and confidence required to excel at school, home and in the community. The autonomy we give our students with ICT capabilities will be invaluable on their journey through school life and beyond.
Joint Statement
Planning the use of ICT in the classroom, like any type of planning, is not a rigid process and while it isn’t always totally successful, a well conducted planning process in ICT will increase the likelihood of success in learning. Our integration project will be in the form of a ‘wiki quest’; an activity designed to immerse students in ICT and encourage them to explore certain resources in an effort to retrieve answers to predetermined questions. Our project is based upon a comprehensive topic (weather) which is to be investigated over four lessons. To complete the quest, students will use a blog and YouTube videos to find information and use PowerPoint to create a presentation at the conclusion of the quest. As with any educational endeavor, this wiki quest will require clear instruction and pedagogy from our teaching team as students move through the resource material and questions.Our wiki quest is a project that is based upon the Natural and Social Systems stream under the broad topic of Society and Environment (SOSE). The Learning Outcomes it will cover are Investigation, Communication & Participation; Place and Space and Natural and Social Systems. It will also integrate with other Learning Areas such as Science, Mathematics and The Arts.
The topic of weather is predominantly environmental and the information used in this wikiquest is completely based on scientific research and understanding. However, we have assigned this subject an Australian context with information sourced from national media corporations, government bodies and research from the scientific community. The teaching methods we have incorporated throughout the four lessons are underpinned by credible research and theory. These include group work, class discussions and creative design, all of which promote student autonomy which is proven to engage individuals and encourage good academic outcomes.
The students will be assessed on the aforementioned outcomes by creating a weather report and presenting it to the class at the end of Lesson Four. They will be working on the assessment in the three lessons beforehand through the tasks given so that they will have the right tools to complete the assessment, which is worth 15% of the semester’s mark for this subject.
Mind Map
Project Plan
Foward Planning Document
SOSE FPD: GeographyWhat students are doing/learning/demonstrating/engaging/activities?
What will they use?
How will achievement be judged?
How will results be recorded?
Natural and Social Systems,
Place and Space
Body: Divide students into five groups. Assign each group a climatic zone at random. Students are to read through the Lesson 1 questions and follow the instructions to find information on the Wikispaces blog. Students work through questions. Assist students where needed.
Conclusion: Question time. Allow extra time for slow finishers. G&T students can be provided with extra online resources.
Wordpress.com and links to further resources found here
BOM.gov.au
PowerPoint
NSS
P&S
Maths
Body: Individual task: using Blog students interpret (note taking) 10 diff synoptic charts. Students find synoptic chart for their chosen city (last lesson) and comment on features. Using Blog students find BOM website and find and record observational data for the last 7 days. Students assisted where needed. G&T students can make predictions about weather in next few days for their chosen city. Learning disabled students provided with extra attention and given less synoptic charts to analyse initially.
Conclusion: Question time.
Wikispaces.com
Wordpress.com and links to further resources found here
BOM.gov.au
What students are doing/learning/demonstrating/engaging/activities?
What will they use?
How will achievement be judged?
How will results be recorded?
P&S
NSS
History
Body: Students divided into 5 groups. Each group assigned one historical extreme weather event in Australian history. Using the weather Blog students answer questions provided but record them using spider-scribe mind mapping tool. Students assisted as needed.
Conclusion: Question time. Remind students of assessment next lesson. Inspect mind map before leaving.
Spiderscribe.com
Weather blog – wordpress.com
Wikispaces.com
P&S
NSS
Maths
The arts
Body: Students present weather reports addressing points outlined on the wikispaces page. Questions allowed at end of each presentation.
Conclusion: Give students feedback on presentations – congratulate them on a job well done (presumably!). Teacher feedback session. Excuse class.
Wikispaces.com
Powerpoint
Use of ICT
Four ICTs are used in our project:Learning Theory
In this 'weather wikiquest' we are encouraging students to retrieve information that is based on observation, scientific research and analysis.In conjunction with the general capabilities outlined in the Australian Curriculum, the ICT used appropriately within this Wikiquest will contribute to achieving the following outcomes in a Geography context;
1) access, create and communicate information and ideas,
2) solve problems and work collaboratively in this learning area, as well as others,
3) extrapolate these skills into life beyond school.
As we consider the "digital age" we are presently in, we also need to recognize that our methods of sharing, using, developing and communicating with ICT is also changing at an extraordinary pace. As a result, we need to empower our students with the sophisticated skills, knowledge and confidence required to excel at school, home and in the community. The autonomy we give our students with ICT capabilities will be invaluable on their journey through school life and beyond.